学校、教师、学生是学校教育的三个重要组成部分。学生是国家未来的希望，教师直接决定着学校教育的质量，是学校的核心资源。学校的办学水平与社会声誉，学生的学业水平甚至未来一生的发展，都在很大程度上取决于教师的素质。教师的工作及教师的评价工作日益被社会、教育行政部门以及学校组织所重视。在目前的农村教育中，教师考核的结果直接影响到教师的自我价值以及职称评定、奖励等一系列切身利益，容易引发教师与学校管理者之间的冲突与矛盾，令很多教师觉得不公平，不如意。继而，教师的情绪受到了影响，学校的教学质量也受到了影响。目前，在农村，由年度考核所造成的种种不良情绪正困扰着广大学校管理者和教师，其中反响最大的就是缺乏公平感。这个问题已经日益严重与突出。笔者运用问卷调查法，以教师年度考核为研究对象，对山东省莱阳市五所农村中学的年度考核状况进行了分析和阐释，试图从心理上把握教师对年度考核状况的认识，为教育评价理论与实践提供一点借鉴。文章共分为五部分：第一部分是导论，主要介绍了选题的动机和意义并对几个核心概念进行了说明。第二部分主要介绍了国内外有关教师评价的研究及其公平感的操作定义。论文的第三部分对自己的研究设计进行了说明。第四部分主要通过问卷调查和访谈，对农村初级中学教师的年度考核公平感进行分析。论文的第五部分是基于农村中学教师年度考核现状所作的个人结论，并针对性地提出了个人建议。笔者认为教师是学校教育工作的主体，是学校管理工作的关键。在教师管理工作中，不能继续沿袭以奖惩为目标的管理主义思想，不能让非能力性因素左右了考核结果。只有重视与加强教师管理的科学研究，使教师管理系统化、科学化、高效化，才能真正实现教师管理的目标，引发教师固有的积极性、主动性和创造性。在深化教育改革、推行素质教育的今天，作为从事学校人事管理的工作者来说，抓住教师心理特点，做一个民主型的管理者，正确引导、合理施治，做到情理相通、人心思进，才是真正的治校良策，才能真正有利于教师的成长和发展，有利于学生的发展，有利于学校的发展，从而有利于教育的发展。这也正是笔者所期待与希望的。

Schools, teachers and students are three important components in school education. Teachers are the core resources of the modern school education.School education level and social reputation, students’academic level and even the development of future life, all depends on teachers. Social, educational administration and school organization increasingly pay attention to teacher evaluation.It is undeniable that the results of teacher evaluation directly affect teachers’ self-worth and professional evalulation, rewards and so on and can easily lead contradictions between teachers and school administrators,so that teachers feel unfair and unsatisfaction.Then,the mood of teachers and teaching quality will be greatly affected.At present,teachers and school administrators are disturbed by the result of teacher evaluation.The one is the sense of unfairness.In rural areas, this problem is more and more prominent.The author use questionnaire and interview to study the annual appraisal of teachers object.Laiyang five rural schools’ annual assessment were analyzed and explained.Trying to grasp the understanding of the annual assessment from psychological and providing some reference for the educational evaluation theory and practice.The article is divided into five parts: The first part is the introduction, introducing the topic of motivation and defineing several core concepts.The second part describes the study of teachers assessment and its operational definition of fairness.In the third part of this article,study design are described.The fourth part mainly use questionnaires and interviews to analysis the relationship between rural junior middle school’ teachers annual assessment and teachers’ sense of fairness.The last part is conclusion. The author give some advise based on study conclusions.I believe that teachers are the subject of school education and the key of school work.Managing teachers can not use traditional management ideology, can not let non-ability factors affect the assessment results.Only strengthening the scientific research of teacher management,making teacher management more systematic, scientific and effective can achieve the goal of teacher management and inspire teachers inherent enthusiasm, go-aheadism and creativity.With deepening education reform, pursuing Quality Education, as a manager in the school must pay attention to teachers characteristics and be a democratic goveror.The good way to rule school is correct and reasonable guidance and to form harmonious,only in this way,teachers can truly get growth and development.This is exactly what I did except and hope.